SFCC LGBTQIA Virtual Resource Center

Here at SFCC, we're committed to the idea that all people are valuable and that, taken together, all of our
diversities are our strength, not our weakness. In service of that vision, this page is dedicated to
resources about sexuality and gender identity/expression. Here you'll find announcements of events and
other resources dedicated to helping students, staff, and faculty at SFCC feel welcome, respected, valued,
and safe while engaging their education.

Check back often to see what's new. We hope to see you on campus!

What is a Safe Zone?

The Safe Zone Project is a way for students and staff to identify allies to LGBTQI people and to provide
support and information. Safe Zone is also a way for SFCC to broadcast its value of LGBTQI people and
intolerance of any form of discrimination.

How can I tell who is Safe Zone certified?

When you see the Safe Zone sticker by someone's workspace, it means that person has been trained and has
signed the following pledge: I will

be an advocate, advisor, and mentor.

educate myself and others on the issues facing LGBTQI individuals.

respect the privacy/confidentiality of those who come to me, except in cases of physical assault or
hate crimes.

refer individuals who come to me to counseling, if necessary.

be ready to stand up and help when needed.

display the Safe Zone Sticker prominently in my work area.

You can count on them to have a strong, personal, conscious commitment to the safety and support of
LGBTQI people and to be willing to provide help, advice, support, understanding, and trust in a
nonjudgmental environment.

If someone doesn't have a sticker, are they unsafe?

No! That person may not have heard about the program or may not have had time to attend the training. It
takes time and effort to become a Safe Zone member and bears a lot of responsibility, and some people
aren't ready for that yet.

Why does SFCC have a Safe Zone?

One of SFCC's core values is Diversity. Although personal, religious, and cultural beliefs vary, we
believe all people should be valued. Your beliefs are your own; however, we hope that by educating the
campus about gender identity/expression and sexuality, we can learn to treat each person with respect.

SFCC Pride Collection

If you are looking for books or DVDs about gender identity or sexuality, SFCC's library has the largest
collection in Eastern Washington. Whether you are researching the genetic basis of homosexuality, religious
perspectives, or just want to check out a great gay-themed movie, we've got it!

Our collection got its start thanks to a generous donation from the Pride Foundation. Thank you!

Click on a marked building for their current Safe Zones and contact information.

A guide to unisex restrooms on campus.

2.

Library - Basement 0008

9.

Institute for Extended Learning - 101A

5.

Communications 155/156

11.

Photography - 120K

6.

Fine Arts - 133

15.

Music/Performing Arts - 111

8.

Science - 137/138, 144/145

17.

Across from Student Employment & Career Center - 226

24.

sn-w'ey'-mn - 234

What is this for?

The Unisex Restroom Guide provides the locations of unisex restrooms on the SFCC campus. Its purpose is to
allow all SFCC students, faculty, staff, and visitors to maintain their right to use restrooms in a safe
and dignified manner regardless of their gender identity or expression.

Why unisex restrooms?

For many people who identify as transgender, the use of gender-specific restrooms can sometimes be
accompanied by judgment, forced removal, or feelings of vulnerability. Single-occupancy and non-gendered
unisex restrooms provide facilities that can be inclusive to all individuals, regardless of their gender
identity or expression. The presence of single-occupancy and unisex restrooms may be of importance to those
who are currently discovering their own gender identity, people with disabilities, and individuals with
body-image issues as well.

Policy Statements

Sample Syllabus Statement

In order for learning to take place, students must feel safe; this safety is due all students, not only those
who share your values and beliefs. For this reason, courtesy, thoughtfulness, and acceptance are essential in
our discussions in and out of the classroom. Acceptance should not be confused with agreement; one need not
agree with a person to listen, and one must listen well in order to disagree respectfully. Every student in
this course has a voice and so deserves the courtesy of attentive listening and the freedom to express
diverse ideas.

Student Code of Conduct (WAC-132Q-02-040)

"Misconduct for which the campuses may impose sanctions and/or disciplinary action includes, but is not
limited to…Intentional physical or verbal abuse, threats, intimidation, harassment, coercion and/or other
conduct, including disorderly, lewd or indecent behavior directed at another person which has the purpose or
effect of creating a hostile, intimidating or disruptive learning or working environment at any
campus-sponsored or campus supervised function."

Revised Code of Washington - 49.60.010

The legislature hereby finds and declares that practices of discrimination against any of its inhabitants
because of race, creed, color, national origin, families with children, sex, marital status, sexual
orientation, age, or the presence of any sensory, mental, or physical disability or the use of a trained dog
guide or service animal by a disabled person are a matter of state concern, that such discrimination
threatens not only the rights and proper privileges of its inhabitants but menaces the institutions and
foundation of a free democratic state.

The National Education Association believes that all persons, regardless of sexual orientation, should be
afforded equal opportunity within the public education system. The Association also believes that, for
students who are struggling with their sexual/gender orientation, every …educational institution should
provide counseling services and programs that deal with high suicide and dropout rates and the high incidence
of teen prostitution. These services and programs shall be staffed by trained personnel.

Working on Myself

Respect confidentiality

Stay informed on LGBTQ issues and resources

Know your limitations. If you are uncomfortable dealing with an LGBTQ issue, refer the person to
someone else.

Do not force LGBTQ people out of the closet nor come out for them to others. The process of coming out
is one of enlarging a series of concentric circles of those who know. The process should be in the
control of the individual until (and if) they consider it public knowledge.

View the creation of an inclusive environment as your responsibility, not the responsibility of
individual persons who happen to be LGBTQ people. Always waiting for them to speak, challenge, or act
adds an extra level of responsibility to someone who is already dealing with oppression on many levels.

Take the time to examine your own personal feelings about LGBTQ people

Be supportive of LGBTQ students because they add to the vibrancy of thought, activity, and life on your
campus not because it is politically correct

Use the pronouns of the gender they feel themselves to be. If you are not sure which pronouns a person
prefers, ask, "Which pronouns would you like me to use / do you prefer?" This is sign of respect and
support.

If someone assumes that you are LGBTQI just because you are an ally, don't rush to deny it. You might
try to determine why someone is asking. If you feel a strong urge to deny it, examine that discomfort
and the reasons behind it.

Working on Behalf of Others

Avoid language that implies that all people are heterosexual and either "single, married, or divorced."
Use "partner" instead of "girl/boyfriend" or "wife/husband."

Immediately intervene when negative incidents occur, whether in the classroom, in the hallways, or
anywhere on the campus. Note such incidents as harassment, put-downs, anti-gay jokes, graffiti,
labeling. Challenge bigoted jokes and remarks.

Acknowledge the presence of LGBTQ people on campus and in society publicly, at high levels, and often

Help heterosexual/straight students to understand that LGBTQ people are a presence on campus and in
society whether they like it or not. Heterosexual/straight students must learn to live peacefully with
LGBTQ people.

When LGBTQ students are verbally assaulted, make official or personal statements in public venues
condemning such action. When their belongings are vandalized, make official and/or personal statements
in public venues condemning such action. When they are beaten up, make official and/or personal
statements condemning such action. Empower others to do the same. If you know who the aggressors are,
punish them judicially.

Working on My Campus Resources

Advertise resources and events for gay, lesbian, bisexual, and transgender students

Buy materials for the library on sexual and gender diversity

At the Career Center, post information on national companies that provide domestic partnership benefits

Identify a counselor who has some understanding of LGBTQ issues who can serve as a confidential referral
for students

Recruit and hire "out" LGBT staff and faculty. View sexual orientation and gender identity as positive
forms of diversity that are desired in a multicultural setting. Always question job applicants about
their ability to work with LGBTQ students, staff, and faculty.

Working on My Institution

Include issues for gay, lesbian, bisexual, and transgender students in the school newspaper, student
government, peer training, and other appropriate student programs

Ensure diversity training for all staff. Compensate them for it. Give staff members time to discuss how
their particular service function can affect LGBTQ students.

Ensure that Financial Aid staff has training on how the impact of student's "coming out" at home can
affect parents' financial support

Add a statement regarding nondiscrimination as it relates to sexual orientation and gender identity to the
Student Code of Conduct. Indicate where students should report if they feel harassed.

Address LGBTQ issues at New Student Orientation and make new students understand that LGBTQ students
are a welcomed part of campus life

Ask the Director of Athletics to have a discussion with coaches about how homosexuality and homophobia
affect athletes

All student service departments should periodically participate in structured dialogues with LGBTQ
students to discuss issues of access. The purpose of this dialogue would be to raise awareness of the
nature and extent of homophobia/heterosexism at SFCC and the particular unit, and to explore avenues
for the problems related to the access and quality of services for LGBTQ students.

Gender Norms Activity

Purpose: To help students identify societally-constructed gender roles and feel the
consequences of breaking them.

Brainstorm stereotypical gender behaviors on the board (e.g. men talk in declarative statements, women
speak in qualified statements or questions).

Have students keep a journal for one week recording any stereotypical behaviors they commit for the
gender they identify with (you can do this too).

Have students spend a week disobeying gender norms. Have them keep a journal recording how it felt and
reactions (if any) they received.

Heterosexual Questionnaire

Purpose: To help students identify and understand heterocentrism/heternormativity.

What do you think caused your heterosexuality?

When and how did you first decide you were a heterosexual?

Is it possible your heterosexuality is just a phase you may grow out of?

If you've never slept with a person of the same sex, how can you be sure you wouldn't prefer that?

To whom have you disclosed your heterosexual tendencies? How did they react?

Why do you insist on flaunting your heterosexuality? Can't you just be what you are and keep it quiet?